UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Michaud Lesson: 6 Facet: Perspective Grade Level: 11 & 12 Numbers of Days: 3 Topic: Outlining
PART I: Objectives
The students will understand that communicating in a professional and respectful manner will make the audience more willing to accept any provided information.
The students will know how vocabulary and tone influence the audiences interpretation of the persuasive essay, claims, radical revisions, reverse outlining, and thesis, as well as how to establish a factually sound written persuasive essay.
The students will be able to infer their perspective professionally and respectively.
Product: iMovie
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Common Core State Standards Content Area: English Grade level: 11 & 12 Domain: Writing Cluster: Production and Distribution of Writing Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Rationale: Through the investigation of each other's works and instructional methods to avoid bias, the students will learn how to infer their perspective professionally.
Assessments Formative (Assessment for Learning): Section I – checking for understanding during instruction At this point, students will have their rough drafts complete and will be working on their final drafts. Using an "Is that a fact?" approach students will trade papers with their peers and use two colors to mark the "seems like a fact" and "seems biased" statements. Section II – timely feedback for products (self, peer, teacher)
The students will review their peers' notes and adjust their papers to make sure everything is factual and supported.
The students will hand in their rough drafts with their final essay and the teacher will assess it with a rubric, as well as make personalized comments.
Summative (Assessment of Learning): iMovie ([Each section of the assessment the essay, the presentation, and the video are worth 20 points.] 60 points): Finally, the unit's last project is an iMovie. Using the topic discussed in their persuasive essays students will produce a news editorial. In each presentation, students will be judged on their ability to interpret and apply all previous lessons into one large production. The students will play a news anchor for a major news network (CNN, FOX, ABC, NBC, Comedy Central, or other that must be approved by the instructor) and stylize their performance and production to appeal to the audience of the network they chose.
Integration Technology: Using iMovie the students will render their essay for broadcasting. iMovie will provide the students with the tools needed to create a quality film that will reflect their ability to communicate appropriately and professionally to a target audience. Content Areas: Math- No matter who one talks to they have to understand how to communicate appropriately; in Math this could be especially useful as it is one of those subjects that the mere idea intimidates the majority of people- knowing how to infer one's ideas professionally is key to breaking through to them.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
Using a Fact & Opinion approach the students will pair up and asses each others' drafts for any final biases or unsupported text.
Using an "E Chart" students will place any unsupported text in one and use the graphs structure to justify the observation.
Section II – Groups and Roles for Product The final product is a solo effort. Now that the students have finished their essays, it is time to see whether they can transfer their well-thought out piece to a different medium.
Differentiated Instruction MI Strategies Verbal: Will write and communicate with peers. Logic: The final draft will be organized professionally and will be explained in detail, as well as sampled handed out. Visual: Various colors will be used to mark-up rough drafts. Musical: Having the opportunity to peer edit will allow them to discuss their potentially music-related topic with peers. Kinesthetic: The final product will allow the students to literally apply all of their knowledge in a film production. Intrapersonal: Will have time to reflect on their own work. Interpersonal: Will have time to work in groups and get feedback from peers. Naturalist: Having the opportunity to peer edit will allow them to discuss their potentially nature-related topic with peers.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder that contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; additionally, the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions Type II technology: Using iMovie the students will render their essay for broadcasting. iMovie will provide the students with the tools needed to create a quality film that will reflect their ability to communicate appropriately and professionally to a target audience. Gifted Students:All students will be met with individually. When discussing each student's paper, the teacher should consider the difficulty of their topic and position and discuss with them ways to look further into the topic (this will be achieved by playing devil's advocate); cater the depth of his/her’s insight and suggestions to the needs of the student. By doing this the students will come up with their own ideas and discussion points, rather than forcefully applying additional work. Note: The teacher will keep a journal of their suggestions to each student.
Materials, Resources and Technology Laptops Projector Rubrics (Persuasive essay, iMovie, and Oral presentation) E-Chart Organizer Avoiding Bias by the Walden University Writing Center
PART II: Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Classroom Arrangement: The desks will be arranged in a circular fashion. Day One: Communicating Respectively and Professionally (80 Minutes)
Hook: The students will watch a video of an interview that demonstrates a disrespectful or inappropriate guest. After which, the class will have a discussion about their impression of that person and their willingness to accept the disrespectful guests' perspective (5 minutes).
Instructional Period: Article: Avoiding Bias- read through it and relate it to the video watched during the hook (35 minutes).
Class Activity: At this point, students will have their rough drafts complete and will be working on their final drafts. Using a "Is that a fact?" approach students will trade papers with their peers and use two colors to mark the "seems like a fact" and "seems bias" statements (20 minutes).
Second Class Activity: Fact & Opinion students will pair up and asses a different peers drafts for any final biases or unsupported text. Using an "E Chart" students will place any unsupported text in one and use the graph's structure to justify the observation(20 minutes).
Day Two: Final Persuasive Essay Due and Intro. to Final Product (80 Minutes)
Persuasive Essays: Teacher will collect the essays and meet with the students that have not completed them: making arrangements for when they will be handed in (10 minutes).
Selecting Networks: Various videos of networks; students select one for their products (Remainder of class).
Day Three: Final Day of the Unit (80 Minutes)
Wrapping-Up: The teacher will discuss with the students the key facets of persuasive writing (the themes of each lesson) (15 minutes). The teacher will remind the students about the product and how that will be due a week from now (25 minutes).
Final Work Time: The students will have the rest of the class to work on their products and to ask the teacher any questions. Meanwhile, the teacher will be assessing the persuasive essays (Remainder of class).
The students will understand that communicating in a professional and respectful manner will make the audience more willing to accept any provided information. Knowing how to communicate professionally and respectively can be helpful in many ways, including the following: interviews, essays, applications, or while explaining something to somebody. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The hook is a video that the students will watch of an interview that demonstrates a disrespectful or inappropriate guest. After which, the class will have a discussion about their impression of that person and their willingness to accept the disrespectful guests' perspective Where, Why, What, Hook Tailors: Visual and verbal.
The students will know how vocabulary and tone influence the audiences interpretation of the persuasive essay, claims, radical revisions, reverse outlining, and thesis, as well as how to establish a factually sound written persuasive essay. Through the investigation of each other's works and instructional methods to avoid bias, the students will learn how to infer their perspective professionally. First, the teacher will teach an article called “Avoiding Bias”- read through it and relate it to the video watched during the hook. Afterwards, at this point, students will have their rough drafts complete and will be working on their final drafts. Using a "Is that a fact?" approach students will trade papers with their peers and use two colors to mark the "seems like a fact" and "seems bias" statements. Finally, their is a second activity: Fact & Opinion, students will pair up and asses a different peers drafts for any final biases or unsupported text. Using an "E Chart" students will place any unsupported text in one and use the graph's structure to justify the observation. The rest of the lesson is spent working on the product. Equip, Explore, Revise, Refine, Tailors: Interpersonal, verbal, visual, logical, musical, intrapersonal, kinesthetic, and naturalist.
The students will be able to infer their perspective professionally and respectively. Using iMovie the students will render their essay for broadcasting. iMovie will provide the students with the tools needed to create a quality film that will reflect their ability to communicate appropriately and professionally to a target audience. At this point in the unit the teacher will collect the completed persuasive essays; making arrangement with student that have not completed them. Using my WebQuest (http://persuasivewritingunitproduct.weebly.com) students will be introduced and guided through the product. The unit's last project is an iMovie. Using the topic discussed in their persuasive essays students will produce a news editorial. In each presentation, students will be judged on their ability to interpret and apply all previous lessons into one large production. The students will play a news anchor for a major news network (CNN, FOX, ABC, NBC, Comedy Central, or other that must be approved by the instructor) and stylize their performance and production to appeal to the audience of the network they chose. Explore, Experience, Revise, Refine, Tailors: Visual, logical, intrapersonal, interpersonal, musical, kinesthetic, and naturalist.
The students will self-asses using three rubrics available to them stating and defining the various aspects of the essay, iMovie, and presentation. Using the same rubrics the teacher will make comments and provide feedback as needed to ensure understanding. This final product will allow the students to apply everything they have learned in the unit to one product. Evaluate, Tailors: Verbal, logical, intrapersonal.
Content Notes Students will know how personal bias, inappropriate descriptors, and other unprofessional written aspects influences a works respectability.
Writers should write objectively and inclusively to receive respect and trust from readers, as well as to avoid alienating readers. To be objective means to write with curiosity, rather than having a preset opinion, and to engage with research, rather than presenting a personal preference.
Being objective in your writing is a skill that you will develop, just like your academic voice. Though having a passion for your topic makes the writing process easier, it is important not to let it take over your draft. Here are some tips for keeping objectivity and eliminating bias. You can download a printable version of this resource here.
Generalization
Stay away from generalization by avoiding stated or implied "all" or "never" assertions:
Biased:Educators do not consider each child's particular learning style when developing lessons.
This sentence does not acknowledge the variation within the population of educators, implying that all educators are like this.
Better:Some educators do not consider each child's particular learning style when developing lessons.
This sentence acknowledges that there are some educators who do not fall into this category, that all educators are not the same.
Evidence
Support statements with research or answer the question "Says who?":
Biased:Third-grade boys are chronically disruptive, while the girls are always eager to please.
Here, all boys are generalized as having the same disruptive behavior, while the writer is also assuming all girls are better behaved, showing a bias toward girls.
Better:In Clooney's (2008) study of Kansas City third graders, 35% of the boys and 68% of the girls were able to complete instructions for a tedious assignment without showing signs of agitation.
This sentence is more specific, telling the reader the exact percentage of girls and boys that exhibited the behavior, avoiding the assumptions implied by the previous vague phrasing.
Self-Awareness
Be aware of your own biases and how these may be expressed in writing. This includes: Assumptions about professions.
Biased:The teacher should use technology when she is teaching her class.
This sentence assumes that teachers are female, making assumptions about the gender of this profession and creating gender bias.
Better:Teachers should use technology when they are teaching their classes.
This statement does not use gender-specific pronouns, but acknowledges a teacher can be male or female. Note that this sentence avoids bias by changing the singular "teacher" to be plural and uses plural pronouns; however, you could also include the singular "he or she" to avoid bias.
----------
Beliefs about specific populations.
Biased:Family is very important to the Hispanic population in my town.
This sentence assumes that all people of Hispanic heritage consider family to be important, especially those in the author's town. There is not any room given for difference between these families or recognizing that some people of Hispanic heritage may not consider family to be important.
Better: According to Watson (2011), family is important to 47% of the Hispanic families in Auburn, Indiana.
This revision is more specific and considers the individual differences between Hispanic families by reporting the specific percentage of those who consider family to be important. It also gives specific information about who conducted the study and where, giving credibility to the writer.
---------- • Statements based solely on personal experience. Biased:My daughter texts constantly, which shows that teenagers use cell phones more than they did in the past.
This statement makes an assumption about all teenagers without basing it on research, but on the author's own personal experience. While personal experiences are sometimes helpful, use them as supporting examples, rather than the sole basis for assertions.
Better:Teenagers' use of cell phones, specifically for texting, has increased 33% in the last 2 years (McDonald, 2011).
This sentence presents the same assertion, but uses specific statistical data to support the idea. Rather than basing this statement on one teenager's behavior, it uses a study that surveyed a larger sample of teenagers.
Objectivity
Bias does not just have negative implications; writers who are too sympathetic are also displaying bias. Giving an overly favorable opinion of someone can eliminate objectivity.
Biased:While all teachers are very good at helping students learn, No Child Left Behind (NCLB) hinders teachers, not allowing them to serve students well. Without NCLB, teachers would be able to perform their jobs perfectly.
This statement is sympathetic towards teachers, stating that all teachers could help students if only the government had not passed NCLB. It assumes all teachers excel at helping students, not allowing for the possibility that some teachers are not very good at their jobs.
Better:While most teachers are able to help students learn, No Child Left Behind (NCLB) hinders teachers, making it more difficult to serve students well. Although there are other issues that affect teachers' ability to perform their jobs well, without NCLB more teachers would serve their students better.
This revision takes into account that there are other issues affecting teachers' performance besides No Child Left Behind and provides a more balanced view of teachers' abilities to help students.
Sensitivity
Sensitive language helps you avoid bias (as discussed on pp. 71-76 in the APA manual).
Be specific rather than descriptive.
Biased:I surveyed the elderly participants while collecting data.
This statement does not give specific information about the age of the participants, allowing the reader to make assumptions. Without specific information, "elderly" could refer to someone who is 50 years old.
Better:I surveyed the participants between ages 70 and 84 while collecting data.
This statement specifically tells the reader what the age range was for the participants in this survey, ensuring that the reader does not make assumptions about the ages of the participants.
---------- • Keep wording parallel
Biased:The man and female turned out to be the directors of the Red Cross.
While "man" is fine on its own, paired with "female," it is not parallel. Additionally, "female" should only be used as an adjective (i.e., "the female participant"), not as a noun (like in this sentence). Instead, always use "man" with "woman" and "male" with "female" and only use "male" and "female" as adjectives and "man" and "woman" as nouns.
Better:The man and woman turned out to be the directors of the Red Cross.
In this sentence, the parallel terms "man" and "woman" are used. Also, "female" and "male" are not used as nouns at all.
---------- • Be aware of sexual identity terms. These often change, so consult www.apastyle.org for the most up-to-date terminology.
Biased:The population who were homosexual in the survey responded "No" 75% of the time (Martin, 2010).
In this sentence, the entire population is considered to be "homosexual," which is not very descriptive. Per APA (p. 74), "homosexual" is not a specific enough term.
Better:The population who were lesbian responded "No" 75% of the time (Martin, 2010).
Instead, in this sentence, the term "lesbian" is used to be more specific about the sexual orientation of the population surveyed.
---------- • Use parallel racial and ethnic identity terms.
Biased:Those surveyed who are African American responded similarly to those who reported being White. In comparison, the non-Whites also responded similarly to the Asians surveyed.
There are many forms of nonparallel terms here: (1) The term "African American" is paired with "White," which is not parallel. (2) The African American population is also labeled as "non-Whites," using one racial group as the primary group. (3) The term "Asian" is also not parallel.
Better:Those surveyed who are African American responded similarly to those who reported being European American. In comparison, the African-Americans also responded similarly to the Japanese Americans surveyed.
This sentence uses parallel terms for all racial identities, as well as using the specific term "Japanese-American." For detailed instructions on these terms, look here:http://supp.apa.org/style/pubman-ch03.00.pdf.
---------- • Use "people-first" language when discussing labels.
Biased:The autistic child worked with the teacher who taught all of the special children at the school.
This sentence only defines the children by their labels, either "autistic" or "disabled," instead of acknowledging that they are people first.
Better:The child with autism worked with the teacher who taught all of the children with disabilities at the school.
Here, the child or children are always placed first, with a label named afterwards. This way, the reader always sees the children first, then their label or disorder. The phrase "special children" is also changed to "children with disabilities," as the term "special" has become colloquial.
Handouts Rubrics (Persuasive essay, iMovie, and Oral presentation) E-Chart Organizer Avoiding Bias by the Walden University Writing Center
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Learning Styles Clipboard: All students will have detailed examples, instructions, and checklists to guide their products and activities. Additionally, students will be taught and guided through the developmental processes that will lead up to the product. Microscope: It is time to show exactly how much was mastered over the course of the unit; by implementing every lesson into one project the students will be able to express the extent of their knowledge. Puppy: All students will be provided with a comfortable, open, and friendly environment. All students will be encouraged to share and express their ideas through thought provoking discussions. Beach Ball: The "beach ball" students will appreciate the various activities they will complete, as well as the chances they will have to individualize their own work through choices. Furthermore, much time will be given for brainstorming as well as working in groups. Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 -Assessment.The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Formative:
At this point, students will have their rough drafts complete and will be working on their final drafts. Using a "Is that a fact?" approach students will trade papers with their peers and use two colors to mark the "seems like a fact" and "seems bias" statements.
The students will participate in both group and individual activities.
Summative: Finally, the unit's last project is an iMovie. Using the topic discussed in their persuasive essays students will produce a news editorial. In each presentation, students will be judged on their ability to interpret and apply all previous lessons into one large production. The students will play a news anchor for a major news network (CNN, FOX, ABC, NBC, Comedy Central, or other that must be approved by the instructor) and stylize their performance and production to appeal to the audience of the network they chose. Rationale: Using the above techniques will allow the teacher to review and assess student understandings in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction.The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Content Knowledge: (See Content Notes) Common Core State Standards Facet: Perspective- Ultimately, one of the most important aspects of persuasive writing is going through and making sure that the author inferred their ideas professionally and respectively, as not doing so will persuade few people. Rationale: Even though this is such an essential lesson I think it is possible to go through and revise any unprofessionalism once the research is complete; with creative word-choice and sentence structure bias is avoidable. Standard 8 -Instructional Strategies.The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. MI Strategies Verbal: Will write and communicate with peers. Logic: The final draft will be organized professionally and will be explained in detail, as well as sampled handed out. Visual: Various colors will be used to mark-up rough drafts. Musical: Having the opportunity to peer edit will allow them to discuss their potentially music-related topic with peers. Kinesthetic: The final product will allow the students to literally apply all of their knowledge in a film production. Intrapersonal: Will have time to reflect on their own work. Interpersonal: Will have time to work in groups and get feedback from peers. Naturalist: Having the opportunity to peer edit will allow them to discuss their potentially nature-related topic with peers. Type II Technology: Using iMovie the students will render their essay for broadcasting. iMovie will provide the students with the tools needed to create a quality film that will reflect their ability to communicate appropriately and professionally to a target audience. Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Rationale: C- At this point the students are rendering their essays for broadcasting (Which is probably my favorite aspect of this unit): by doing so it is allowing the students to tackle their pieces from a different angle, allowing them to reassess and reapply all of the lessons that the class has learned up to this point.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching Rationale: B- The students, after submitting their persuasive essays, have full control over the approach that they want to take for rendering their film for broadcasting: by choosing the network that they are representing it opens the doors for endless, unique possibilities.
UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
Teacher’s Name: Mr. Michaud Lesson: 6 Facet: Perspective
Grade Level: 11 & 12 Numbers of Days: 3
Topic: Outlining
PART I:
Objectives
- The students will understand that communicating in a professional and respectful manner will make the audience more willing to accept any provided information.
- The students will know how vocabulary and tone influence the audiences interpretation of the persuasive essay, claims, radical revisions, reverse outlining, and thesis, as well as how to establish a factually sound written persuasive essay.
- The students will be able to infer their perspective professionally and respectively.
Product: iMovieMaine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards
Content Area: English
Grade level: 11 & 12
Domain: Writing
Cluster: Production and Distribution of Writing
Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Rationale: Through the investigation of each other's works and instructional methods to avoid bias, the students will learn how to infer their perspective professionally.
Assessments
Formative (Assessment for Learning):
Section I – checking for understanding during instruction
At this point, students will have their rough drafts complete and will be working on their final drafts. Using an "Is that a fact?" approach students will trade papers with their peers and use two colors to mark the "seems like a fact" and "seems biased" statements.
Section II – timely feedback for products (self, peer, teacher)
Summative (Assessment of Learning):
iMovie ([Each section of the assessment the essay, the presentation, and the video are worth 20 points.] 60 points): Finally, the unit's last project is an iMovie. Using the topic discussed in their persuasive essays students will produce a news editorial. In each presentation, students will be judged on their ability to interpret and apply all previous lessons into one large production. The students will play a news anchor for a major news network (CNN, FOX, ABC, NBC, Comedy Central, or other that must be approved by the instructor) and stylize their performance and production to appeal to the audience of the network they chose.
Integration
Technology: Using iMovie the students will render their essay for broadcasting. iMovie will provide the students with the tools needed to create a quality film that will reflect their ability to communicate appropriately and professionally to a target audience.
Content Areas: Math- No matter who one talks to they have to understand how to communicate appropriately; in Math this could be especially useful as it is one of those subjects that the mere idea intimidates the majority of people- knowing how to infer one's ideas professionally is key to breaking through to them.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
- Using a Fact & Opinion approach the students will pair up and asses each others' drafts for any final biases or unsupported text.
- Using an "E Chart" students will place any unsupported text in one and use the graphs structure to justify the observation.
Section II – Groups and Roles for ProductThe final product is a solo effort. Now that the students have finished their essays, it is time to see whether they can transfer their well-thought out piece to a different medium.
Differentiated Instruction
MI Strategies
Verbal: Will write and communicate with peers.
Logic: The final draft will be organized professionally and will be explained in detail, as well as sampled handed out.
Visual: Various colors will be used to mark-up rough drafts.
Musical: Having the opportunity to peer edit will allow them to discuss their potentially music-related topic with peers.
Kinesthetic: The final product will allow the students to literally apply all of their knowledge in a film production.
Intrapersonal: Will have time to reflect on their own work.
Interpersonal: Will have time to work in groups and get feedback from peers.
Naturalist: Having the opportunity to peer edit will allow them to discuss their potentially nature-related topic with peers.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: Students, whom are absent over the course of the lesson, will be provided with a folder that contains all of the worksheets that the other students have already completed. The absent student will be responsible for getting the folder from me and for arranging times either after school or during my office hours to go over the lesson. Additionally, all notes will be provided on the class wiki. The student will then have one week to get any missing work back to me for full credit, if this deadline is not doable then the student is responsible for contacting me ahead of time; additionally, the student should be prepared to offer suggestions for when and how they will complete the work.
Extensions
Type II technology: Using iMovie the students will render their essay for broadcasting. iMovie will provide the students with the tools needed to create a quality film that will reflect their ability to communicate appropriately and professionally to a target audience.
Gifted Students: All students will be met with individually. When discussing each student's paper, the teacher should consider the difficulty of their topic and position and discuss with them ways to look further into the topic (this will be achieved by playing devil's advocate); cater the depth of his/her’s insight and suggestions to the needs of the student. By doing this the students will come up with their own ideas and discussion points, rather than forcefully applying additional work. Note: The teacher will keep a journal of their suggestions to each student.
Materials, Resources and Technology
Laptops
Projector
Rubrics (Persuasive essay, iMovie, and Oral presentation)
E-Chart Organizer
Avoiding Bias by the Walden University Writing Center
Source for Lesson Plan and Research
http://persuasivewritingunitproduct.weebly.com My WebQuest that explains the processes the students will take to complete their product.
http://www.eduplace.com/graphicorganizer/pdf/echart.pdfUsing an "E Chart" students will place any unsupported text in one and use the graphs structure to justify the observation.
http://writingcenter.waldenu.edu/774.htmAvoiding Bias by Walden University Writing Center will help the students understand how to write professionally.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan)
Classroom Arrangement: The desks will be arranged in a circular fashion.
Day One: Communicating Respectively and Professionally (80 Minutes)
Day Two: Final Persuasive Essay Due and Intro. to Final Product (80 Minutes)
Day Three: Final Day of the Unit (80 Minutes)
The students will understand that communicating in a professional and respectful manner will make the audience more willing to accept any provided information. Knowing how to communicate professionally and respectively can be helpful in many ways, including the following: interviews, essays, applications, or while explaining something to somebody. Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The hook is a video that the students will watch of an interview that demonstrates a disrespectful or inappropriate guest. After which, the class will have a discussion about their impression of that person and their willingness to accept the disrespectful guests' perspective
Where, Why, What, Hook Tailors: Visual and verbal.
The students will know how vocabulary and tone influence the audiences interpretation of the persuasive essay, claims, radical revisions, reverse outlining, and thesis, as well as how to establish a factually sound written persuasive essay. Through the investigation of each other's works and instructional methods to avoid bias, the students will learn how to infer their perspective professionally. First, the teacher will teach an article called “Avoiding Bias”- read through it and relate it to the video watched during the hook. Afterwards, at this point, students will have their rough drafts complete and will be working on their final drafts. Using a "Is that a fact?" approach students will trade papers with their peers and use two colors to mark the "seems like a fact" and "seems bias" statements. Finally, their is a second activity: Fact & Opinion, students will pair up and asses a different peers drafts for any final biases or unsupported text. Using an "E Chart" students will place any unsupported text in one and use the graph's structure to justify the observation. The rest of the lesson is spent working on the product.
Equip, Explore, Revise, Refine, Tailors: Interpersonal, verbal, visual, logical, musical, intrapersonal, kinesthetic, and naturalist.
The students will be able to infer their perspective professionally and respectively. Using iMovie the students will render their essay for broadcasting. iMovie will provide the students with the tools needed to create a quality film that will reflect their ability to communicate appropriately and professionally to a target audience. At this point in the unit the teacher will collect the completed persuasive essays; making arrangement with student that have not completed them. Using my WebQuest (http://persuasivewritingunitproduct.weebly.com) students will be introduced and guided through the product. The unit's last project is an iMovie. Using the topic discussed in their persuasive essays students will produce a news editorial. In each presentation, students will be judged on their ability to interpret and apply all previous lessons into one large production. The students will play a news anchor for a major news network (CNN, FOX, ABC, NBC, Comedy Central, or other that must be approved by the instructor) and stylize their performance and production to appeal to the audience of the network they chose.
Explore, Experience, Revise, Refine, Tailors: Visual, logical, intrapersonal, interpersonal, musical, kinesthetic, and naturalist.
The students will self-asses using three rubrics available to them stating and defining the various aspects of the essay, iMovie, and presentation. Using the same rubrics the teacher will make comments and provide feedback as needed to ensure understanding. This final product will allow the students to apply everything they have learned in the unit to one product.
Evaluate, Tailors: Verbal, logical, intrapersonal.
Content Notes
Students will know how personal bias, inappropriate descriptors, and other unprofessional written aspects influences a works respectability.
Writers should write objectively and inclusively to receive respect and trust from readers, as well as to avoid alienating readers. To be objective means to write with curiosity, rather than having a preset opinion, and to engage with research, rather than presenting a personal preference.
Being objective in your writing is a skill that you will develop, just like your academic voice. Though having a passion for your topic makes the writing process easier, it is important not to let it take over your draft. Here are some tips for keeping objectivity and eliminating bias.
You can download a printable version of this resource here.
Generalization
Biased: Educators do not consider each child's particular learning style when developing lessons.
Better: Some educators do not consider each child's particular learning style when developing lessons.
Evidence
Biased: Third-grade boys are chronically disruptive, while the girls are always eager to please.
Better: In Clooney's (2008) study of Kansas City third graders, 35% of the boys and 68% of the girls were able to complete instructions for a tedious assignment without showing signs of agitation.
Self-Awareness
Biased: The teacher should use technology when she is teaching her class.
Better: Teachers should use technology when they are teaching their classes.
- This statement does not use gender-specific pronouns, but acknowledges a teacher can be male or female. Note that this sentence avoids bias by changing the singular "teacher" to be plural and uses plural pronouns; however, you could also include the singular "he or she" to avoid bias.
----------- Beliefs about specific populations.
Biased:Family is very important to the Hispanic population in my town.- This sentence assumes that all people of Hispanic heritage consider family to be important, especially those in the author's town. There is not any room given for difference between these families or recognizing that some people of Hispanic heritage may not consider family to be important.
Better: According to Watson (2011), family is important to 47% of the Hispanic families in Auburn, Indiana.- This revision is more specific and considers the individual differences between Hispanic families by reporting the specific percentage of those who consider family to be important. It also gives specific information about who conducted the study and where, giving credibility to the writer.
----------• Statements based solely on personal experience.
Biased:My daughter texts constantly, which shows that teenagers use cell phones more than they did in the past.
Better:Teenagers' use of cell phones, specifically for texting, has increased 33% in the last 2 years (McDonald, 2011).
Objectivity
Biased: While all teachers are very good at helping students learn, No Child Left Behind (NCLB) hinders teachers, not allowing them to serve students well. Without NCLB, teachers would be able to perform their jobs perfectly.
Better: While most teachers are able to help students learn, No Child Left Behind (NCLB) hinders teachers, making it more difficult to serve students well. Although there are other issues that affect teachers' ability to perform their jobs well, without NCLB more teachers would serve their students better.
Sensitivity
- Sensitive language helps you avoid bias (as discussed on pp. 71-76 in the APA manual).
Be specific rather than descriptive.Biased: I surveyed the elderly participants while collecting data.
Better: I surveyed the participants between ages 70 and 84 while collecting data.
- This statement specifically tells the reader what the age range was for the participants in this survey, ensuring that the reader does not make assumptions about the ages of the participants.
----------• Keep wording parallel
Biased: The man and female turned out to be the directors of the Red Cross.
Better: The man and woman turned out to be the directors of the Red Cross.
- In this sentence, the parallel terms "man" and "woman" are used. Also, "female" and "male" are not used as nouns at all.
----------• Be aware of sexual identity terms. These often change, so consult www.apastyle.org for the most up-to-date terminology.
Biased: The population who were homosexual in the survey responded "No" 75% of the time (Martin, 2010).
Better: The population who were lesbian responded "No" 75% of the time (Martin, 2010).
- Instead, in this sentence, the term "lesbian" is used to be more specific about the sexual orientation of the population surveyed.
----------• Use parallel racial and ethnic identity terms.
Biased: Those surveyed who are African American responded similarly to those who reported being White. In comparison, the non-Whites also responded similarly to the Asians surveyed.
Better: Those surveyed who are African American responded similarly to those who reported being European American. In comparison, the African-Americans also responded similarly to the Japanese Americans surveyed.
- This sentence uses parallel terms for all racial identities, as well as using the specific term "Japanese-American." For detailed instructions on these terms, look here:http://supp.apa.org/style/pubman-ch03.00.pdf.
----------• Use "people-first" language when discussing labels.
Biased: The autistic child worked with the teacher who taught all of the special children at the school.
Better: The child with autism worked with the teacher who taught all of the children with disabilities at the school.
Handouts
Rubrics (Persuasive essay, iMovie, and Oral presentation)
E-Chart Organizer
Avoiding Bias by the Walden University Writing Center
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: All students will have detailed examples, instructions, and checklists to guide their products and activities. Additionally, students will be taught and guided through the developmental processes that will lead up to the product.
Microscope: It is time to show exactly how much was mastered over the course of the unit; by implementing every lesson into one project the students will be able to express the extent of their knowledge.
Puppy: All students will be provided with a comfortable, open, and friendly environment. All students will be encouraged to share and express their ideas through thought provoking discussions.
Beach Ball: The "beach ball" students will appreciate the various activities they will complete, as well as the chances they will have to individualize their own work through choices. Furthermore, much time will be given for brainstorming as well as working in groups.
Rationale: In this lesson all learning styles have been taken into account; thus, in theory, a comfortable and stimulating environment will be produced. Additionally, students will have the opportunities to gain from all learning styles as they will see and experience them. Regardless of learning style, each and every students will be provided for in this lesson.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
- At this point, students will have their rough drafts complete and will be working on their final drafts. Using a "Is that a fact?" approach students will trade papers with their peers and use two colors to mark the "seems like a fact" and "seems bias" statements.
- The students will participate in both group and individual activities.
Summative: Finally, the unit's last project is an iMovie. Using the topic discussed in their persuasive essays students will produce a news editorial. In each presentation, students will be judged on their ability to interpret and apply all previous lessons into one large production. The students will play a news anchor for a major news network (CNN, FOX, ABC, NBC, Comedy Central, or other that must be approved by the instructor) and stylize their performance and production to appeal to the audience of the network they chose.Rationale: Using the above techniques will allow the teacher to review and assess student understandings in a practical way. Furthermore, it will prevent students from cracking under the pressure of "this is a test", rather they will be applying the information in a natural way.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: (See Content Notes)
Common Core State Standards
Facet: Perspective- Ultimately, one of the most important aspects of persuasive writing is going through and making sure that the author inferred their ideas professionally and respectively, as not doing so will persuade few people.
Rationale: Even though this is such an essential lesson I think it is possible to go through and revise any unprofessionalism once the research is complete; with creative word-choice and sentence structure bias is avoidable.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies
Verbal: Will write and communicate with peers.
Logic: The final draft will be organized professionally and will be explained in detail, as well as sampled handed out.
Visual: Various colors will be used to mark-up rough drafts.
Musical: Having the opportunity to peer edit will allow them to discuss their potentially music-related topic with peers.
Kinesthetic: The final product will allow the students to literally apply all of their knowledge in a film production.
Intrapersonal: Will have time to reflect on their own work.
Interpersonal: Will have time to work in groups and get feedback from peers.
Naturalist: Having the opportunity to peer edit will allow them to discuss their potentially nature-related topic with peers.
Type II Technology: Using iMovie the students will render their essay for broadcasting. iMovie will provide the students with the tools needed to create a quality film that will reflect their ability to communicate appropriately and professionally to a target audience.
Rationale: This lesson includes various instructional methods to meet the needs of all the multiple intelligences, while incorporating the opportunity for technological growth.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: C- At this point the students are rendering their essays for broadcasting (Which is probably my favorite aspect of this unit): by doing so it is allowing the students to tackle their pieces from a different angle, allowing them to reassess and reapply all of the lessons that the class has learned up to this point.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: B- The students, after submitting their persuasive essays, have full control over the approach that they want to take for rendering their film for broadcasting: by choosing the network that they are representing it opens the doors for endless, unique possibilities.